Decolonial pedagogies walking and asking. Notes to Paulo Freire from AbyaYala
Decolonial pedagogies walking and asking. Notes to Paulo Freire from AbyaYala
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非殖民主义教学法是边走边问。
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发表时间：
2015
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通讯作者：
C. Walsh
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作者：
C. Walsh
教育学--批判的、政治的、反叛的、非殖民化的、变革的教育学--长期以来一直是我作为一个激进的知识分子、活动家和教育家的实践的决定性力量。很难说清楚这一切是从何时何地开始的。是在我早年的革命活动中，在我作为另类学校激进教师的最初几年，在与集体为种族，社会，文化和语言正义而斗争的工作中，在大众教育的经历中，还是在其他政治时刻，以及在所有这些结合在一起？当然，核心是在20世纪80年代与保罗弗莱雷一起度过的时间。通过与哈佛大学达成的协议，保罗，仍然流亡在外，被邀请了三年，我们能够谈判保罗在马萨诸塞州阿默斯特大学的存在，每年一个学期，我当时在那里。在此期间，我有幸与保罗共同主持大学研讨会，并与他一起在该地区波多黎各社区的大众教育空间工作。他是我的老师，我的同事，奋斗中的伙伴和朋友。1986年，我们中的一些人在UMASS组织了第一次批判教育学工作会议;保罗，迈尔斯霍顿，玛克辛格林，迈耶温伯格，斯坦利阿罗诺维茨，亨利吉鲁，彼得麦克拉伦，伊拉肖尔，彼得公园，马德琳格鲁梅特和许多其他人，包括来自美国和加拿大各地的活动家，教育家，女权主义者，文化工作者和其他人的集体，走到一起辩论，讨论和分享观点，改革教育学和社会斗争的姿态和经验和/作为实践。保罗的思想，著作和对话的存在，作为指导力量，然后开始被定位为“批判教育学”，一种运动，我认同，直到我在90年代中期永久搬到厄瓜多尔。
Pedagogy—critical, political, insurgent, decolonizing, transformative pedagogy— has long been a defining force of my praxis as a militant intellectual, activist and educator. It is hard to say exactly when and where all this began. Was it in my early years of revolutionary activism, in my beginning years as a radical teacher in alternative schools, in the work with collectives struggling for racial, social, cultural and linguistic justice, in the experiences of popular education, or in other political moments and in all of this together combined? Certainly central was the time in the 1980s spent alongside Paulo Freire. Through an agreement made with Harvard University where Paulo, still in exile, had been invited for a three-year period, we were able to negotiate Paulo’s presence for a semester a year at the University of Massachusetts Amherst, where I was at the time. Over this period, I had the privilege of co-facilitating university seminars with Paulo and working together with him in the popular education spaces of the region’s Puerto Rican community. He was my teacher, my colleague, a compañero in struggle and friend. In 1986, several of us organized the First Working Conference on Critical Pedagogy at UMASS; Paulo, Myles Horton, Maxine Greene, Meyer Weinberg, Stanley Aronowitz, Henry Giroux, Peter McLaren, Ira Shor, Peter Park, Madeleine Grumet and many others including collectives of activists, educators, feminists, cultural workers and others from throughout the US and Canada, came together to debate, discuss and share perspectives, postures and experiences of transformative pedagogy and social struggle and/as praxis. Paulo’s thought, writings and dialogical presence served as the guiding force in what then began to be positioned as ‘critical pedagogy’, a movement of sorts with which I identified until my permanent move to Ecuador in the mid 90s.